The textbook for AP European History is A History of Western Society, 8 ed. McKay, Hill, and Buckler and the companion website is http://college.cengage.com/history/west/mckay/western_society/8e/student_home.html
TURNITIN.COM ---CLASS ID 22141137 and password is euro
Essay Writing Instructions
Read these files and make sure that you incorporate this information into your writing from now on!
Read these files and make sure that you incorporate this information into your writing from now on!
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REMIND 101 FOR THIS CLASS- @e94376 to 81010
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EXTRA CREDIT RUBRIC
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Week 1-
8/26- Introductions, Syllabus, Ice breakers. Read and discuss the intro to A World Lit Only By Fire by William Manchester at books.google.com/books?id=Ku2PNGO5Y6sC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
- HW for 8/28, read 379-387 in McKay
- Read through the “Thesis Worksheet” on MsMerg.com under Ap European History together.
- Now, I’m going to give you a thesis that would start an essay about the historical crises in Europe in the 14th century.
- Here’s the prompt- “Why is the 14th century known as the ‘Calamitous Century’ and why was is so calamitous?”
- Here’s the thesis-
- The 14th century is called the ‘Calamitous Century’ because of a series of devastating crises including the epidemic of the Black Plague, the violence of the Hundred Years War, and the scandals in the Catholic Church.
- Here’s the assignment. You will do research to prepare to create an outline to use to write this essay. You should research on the internet or in your book and take notes. You should make sure to keep track of your sources because you will be required to cite your information.
- ESSAY DUE WEDNESDAY SEPTEMBER 4.
By the end of this lesson you should be able to;
- select significant facts and details about the impact of the Black Plague, Hundred Years War and the power struggles in the Catholic Church that contributed to the difficulties of the 14th century.
- compare and contrast the facts and details with those found by other members of the class.
- determine which support the thesis effectively.
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Christine de Pizan podcast
www.missedinhistory.com/podcasts/christine-de-pizan-and-the-book-of-the-city-of-ladies.htm
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Week 2-
9/4- Plague Quiz, Hundred Years War lesson. HW for 9/6, read 392-398. Test on Thursday 9/6.* TBA 9/6- Test on Ch 12 * Depending on the storm situation |
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Week 3-
9/10- Honor Code and Plagiarism lesson, then podcast. 9/12 Wars of the Roses and join AP at account.collegeboard.org/login/signUp?appId=366&DURL=https%3A%2F%2Fmyap.collegeboard.org%2F |
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| wars_of_the_roses[1].ppt |
September 12-
- Examine the family tree of the War of the Roses
- Research the War of the Roses
- Determine what impact the Hundred Years War had on the War of the Roses and vice versa
- With a partner, take a large piece of construction paper from the shelves by the windows, and create a timeline of the War of the Roses and the last era of the Hundred Years War (1415-1453)- make the two events in different colors.
- Write clearly
- Indicate who won each battle with a symbol or emoji , (French,English, white rose, red rose)
- Explain the impact that the two wars had on England.
- Answer 3 and 4.3 and turn in your work.
Week 4- the Renaissance in Italy Read Ch 13
9/16-Intro to the Renaissance ppt
9/18 Reading quiz testmoz.com/2252041
Watch this video on the Medici
9/20 Renaissance Art project- in the computer lab I want you to make a PowerPoint on the changes in Renaissance art-find examples of these advances in Renaissance art
-linear perspective
-foreshadowing
-quadratura
-sfumato
-stable triangular composition
and identify the painting, painter, and explain how the technique works in the painting.
Save the work and email it to me.
9/16-Intro to the Renaissance ppt
9/18 Reading quiz testmoz.com/2252041
Watch this video on the Medici
9/20 Renaissance Art project- in the computer lab I want you to make a PowerPoint on the changes in Renaissance art-find examples of these advances in Renaissance art
-linear perspective
-foreshadowing
-quadratura
-sfumato
-stable triangular composition
and identify the painting, painter, and explain how the technique works in the painting.
Save the work and email it to me.
EXTRA CREDIT MOVIE REVIEWS DUE ON OCTOBER 19TH
For extra credit you may watch any of the following movies and write a two page movie review telling me about the film and what you learned. You must submit to turnitin.com for credit.
Some of these films deal with mature themes.
Secrets of Henry VIII's Palace, The White Queen, The White Princess, Richard III, The Other Boleyn Girl, (2003 or 2008) Juanna la Loca or Mad Love 2002, La Reine Margot 1994, Henri IV, Lady Jane, Elizabeth:the Virgin Queen, Mary I, Bloody Mary, www.youtube.com/watch?v=1eaMix9x4HE , https://www.youtube.com/watch?v=ACQy3x3pJ88 ,
For extra credit you may watch any of the following movies and write a two page movie review telling me about the film and what you learned. You must submit to turnitin.com for credit.
Some of these films deal with mature themes.
Secrets of Henry VIII's Palace, The White Queen, The White Princess, Richard III, The Other Boleyn Girl, (2003 or 2008) Juanna la Loca or Mad Love 2002, La Reine Margot 1994, Henri IV, Lady Jane, Elizabeth:the Virgin Queen, Mary I, Bloody Mary, www.youtube.com/watch?v=1eaMix9x4HE , https://www.youtube.com/watch?v=ACQy3x3pJ88 ,
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September 24- the Catholic Church and the Inquisition
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September 26th- The Northern Renaissance
1. Pod cast thememorypalace.us/2009/01/episode-3/ 2. Interactive PPT |
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Oct 1- Test on Ch 13 in class
Oct 3 Protestant Reformation Ch 14 Read Ch 14 for October 3rd Look at this image and identify all the people and their role in the Reformation. Watch the videos for homework. Study Questions due on the 14th in class. Test in class on CH 14 on Oct 14
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Front row, left to right: Philipp Melanchthon of Germany, Martin Luther, and John Hus, Czechoslovakian religious reformer who was burned at the stake. Middle row: John Calvin, French-born Reformation leader in Geneva; Gustavus II Adolphus, king of Sweden and leader of the Protestant cause in the Thirty Years' War; and Ulrich Zwingli, Swiss humanist and scholar activist in Zurich. Top row: supporters of Luther, Johannes Bugenhagen of Pomaria and Ulrich von Hutten of Germany.
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| disputation_on_the_power_and_efficacy_of_indulgences_commonly_known_asthe_95_theses.docx |
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October 7-
1.Seating Chart 2.The Tudors and Religious Wars 3. Study Guide time October 9- No School October 11-Protestant Reformation Bingo |
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- Test on Ch 14
- Go over test on and begin Ch 15, Protestant Reformation and Religious Wars
- Homework for Friday answer these questions while reading Ch 15
- Explain the causes and consequences of the religious wars in France, the Netherlands, and Germany.
- Explain the causes and consequences of the Habsburg-Valois and Thirty Years Wars; compare and contrast religious and dynastic wars.
- http://departments.kings.edu/womens_history/witch/hunt/index.html- awesome witch hunt simulation game
- Read through the different theories about the witch scares and choose one that seems the most legitimate http://www.brianpavlac.org/witchhunts/wtheories.html
- Look through this timeline and see if you can find any correlations with religious warfare http://departments.kings.edu/womens_history/witch/wtimlin.html
| the_french_wars_of_religion.ppt |
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COMPUTER Activity
1. Get a partner 2. Unscramble the timeline of the Thirty Years War and add dates in the left column. 3. Find out the roles that Charles V, Johann Frederick I, Fernando Alvarez de Toledo, Maurice of Saxony, Frederick V, Ferdinand I, II & III, Maximillian II, Rudolf II, Matthias HRE, Gustavus Adolphus, Christian IV, Baron Tilly, & Albrecht von Wallenstein played in the conflict. 4. Thread these two assignments together in a narrative about the Thirty Years War using a graphic organizer like popplet, or some other program. |
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Just found this awesome clip from the film Captain Alatriste:The Spanish Musketeer with Viggo Mortensen about the Siege of Breda in 1624. You can auto translate in settings. It gives a really accurate portrayal of the brutality of war at the time.
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October 28
Take "Ace the Test" for Ch 15 on college.cengage.com/history/west/mckay/western_society/8e/chapters/chapter15.html then watch this video on exploration. |
Secerts of the Dead:Secrets of Spanish Florida www.pbs.org/wnet/secrets/secrets-spanish-florida-full-episode/3666/
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| discovery_reconnaissance_exploration.pptx |
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November 5, Guy Hawkes Day
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November 7
This is about England and the slave trade. Watch and do this.... |
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- Read Ch 16
Chapter 16: Absolutism and Constitutionalism in Western Europe (ca 1589-1715)
Exercise 1: The Divine Right of KingsDivine right monarchy developed as a means of justifying the increased sovereign powers of the seventeenth-century absolutist kings of France and England.
Three classic statements of the power and authority of these kings are: King James I's Trew Law of Free Monarchies, found at the Internet Sourcebook: http://academic.brooklyn.cuny.edu/history/virtual/reading/core4-02r04.htm,
Jean Bodin's Theory of Absolutism- look up on your own
and Bishop Jacques Bossuet's Political Treatise: http://history.hanover.edu/texts/bossuet.html. Read these three documents and then answer the following questions:
1. What laws, if any, does a king have to obey? What rights and powers do his subjects have, if any?
2. How permanent is the monarch's sovereignty? Who else besides the sovereign may have the right to command? Is this power the same as sovereignty? Why or why not?
3. What source(s) of authority are used to justify the king's power? How does history provide some justification for absolute monarchy?
Exercise 2: The English Bill of Rights
Read the English Bill of Rights and then the American Bill of Rights and Compare this document to the Bill of Rights of the United States.
- How many of the 10 amendments in the U.S. document have an equivalent in the British one?
- What are the major differences between these two documents?
November 14th - Absolutism in the 1600s
The rise of Absolutism began with rulers like Henry IV and Elizabeth I- they begin a path towards monarchs who don't have to deal with the constant chaos of religious warfare and are able to free themselves from the weaknesses of the feudal system.
You are going to create a presentation/art project about an important figure in early Absolutism. I will give each group the big paper sheets to create a visual biographical sketch. In your visual you need to give us information about the person and their work and life. You will draw the person and give us their basic biographical details: Birth date and birth place, where they lived, information about their spouse and family and personal life. Then you will create clothing that gives us this information and everyone has to do part of the poster and identify their work on the back of the paper.
Clothing:
Crown: Important Achievements
Jacket: Special projects or events that were important to him
Right Sleeve: Political supporters
Left Sleeve: His Political adversaries
Right Pant Leg: His important setbacks
Left Pant Leg: His lasting legacy
Right Shoe: relationship with the nobles
Left Shoe: relationship with the peasants, poor or working class
Figures include Charles I, Charles II, Louis XIII, Cardinal Richelieu. One group will do the failed absolutist Philip IV of Spain, and one group will do the Dutch Republic in the Dutch Golden Age as a person.
We will present on Monday. Each presentation will be 5 minutes- no more, and all posters will go up in the hall so do a good job!
The rise of Absolutism began with rulers like Henry IV and Elizabeth I- they begin a path towards monarchs who don't have to deal with the constant chaos of religious warfare and are able to free themselves from the weaknesses of the feudal system.
You are going to create a presentation/art project about an important figure in early Absolutism. I will give each group the big paper sheets to create a visual biographical sketch. In your visual you need to give us information about the person and their work and life. You will draw the person and give us their basic biographical details: Birth date and birth place, where they lived, information about their spouse and family and personal life. Then you will create clothing that gives us this information and everyone has to do part of the poster and identify their work on the back of the paper.
Clothing:
Crown: Important Achievements
Jacket: Special projects or events that were important to him
Right Sleeve: Political supporters
Left Sleeve: His Political adversaries
Right Pant Leg: His important setbacks
Left Pant Leg: His lasting legacy
Right Shoe: relationship with the nobles
Left Shoe: relationship with the peasants, poor or working class
Figures include Charles I, Charles II, Louis XIII, Cardinal Richelieu. One group will do the failed absolutist Philip IV of Spain, and one group will do the Dutch Republic in the Dutch Golden Age as a person.
We will present on Monday. Each presentation will be 5 minutes- no more, and all posters will go up in the hall so do a good job!
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| english_civil_war.ppt |
| engcivwartimeline.pdf |
Wednesday November 20-
watch Monarchy with David Starkey season 3 episodes 1&2 on Amazon and take notes
Take Home Test Ch 16 DUE 12/03/19
watch Monarchy with David Starkey season 3 episodes 1&2 on Amazon and take notes
Take Home Test Ch 16 DUE 12/03/19
Friday November 22, 2019
Today we are going to do vocabulary for Ch 16 and watch a
Today we are going to do vocabulary for Ch 16 and watch a
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Read Ch 17 and take the ACE quiz and email me your screenshot.
November 26--
- Louis XIV's court was beautiful, complex, and set the standard for art and culture in the rest of Europe. To create this he relied on Jean Baptiste Lully, Jean-Baptiste Poquelin, Andre La Notre, Jules Hardouin-Mansart, Charles Le Brun and Hyacinthe Rigaud were all key parts to his creation of the dominance of Versailles.
- He first on Mazarin, then also relied on his ministers like Nicolas Fouquet, Jean-Baptiste Colbert, Michele le Tellier, François-Michel le Tellier and Hughes de Lionne, and his brother, Philippe d'Orleans.
- What role did all of these men have the creation of the world of Versailles and its dominance as the cultural center of Europe? Do some research and then go to testmoz.com/2343131 and take the online test as you go.
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December 5
Study the Rise of Russia in class 1. Watch video and answer questions 2. Do chart December 9 1. Timed essay comparing Peter the Great and Louis XIV in class 2. Peer reviews in class December 11 Make sure you have read Ch 18 for class December 13 discussion in class- prepare by doing these outside readings Read DesCartes' Meditations pages 6-12 and annotate http://selfpace.uconn.edu/class/percep/DescartesMeditations.pdf Read Voltaire's "Destiny" from the Philosophical Dictionary and annotate https://history.hanover.edu/texts/voltaire/voldesti.html Annotate in a word or google document like I demonstrated on Weds in class and upload to turnitin.com. Highlight and define unfamiliar words, concepts, insert questions and comments. You can work with a partner. (1 partner, not 2 or 3) I will grade you on your annotations including unfamiliar words, concepts, questions and comments about the text. You should have at least five per document. You should include comments from BOTH of you. Watch Einstein's Big Idea section on Emilie du Chatelet, 54:20-1:07 | ||||||
December 17 & 19
Women in the Enlightenment discussion- complete assignment and be ready for in class discussion on the 19th.
Exercise 2: Women and the Enlightenment
After successfully completing this assignment, you should be able to
5. What were some of the accomplishments of women during these centuries? How do they seem to have been viewed by men? Do you think Defoe and Voltaire's views on women were typical of the times?
6. Why were salons popular? Who attended salons? Aside from the hostesses, how many of the attendees seemed to have been women?
Women in the Enlightenment discussion- complete assignment and be ready for in class discussion on the 19th.
Exercise 2: Women and the Enlightenment
After successfully completing this assignment, you should be able to
- Describe the accomplishments of seventeenth- and eighteenth-century female scholars and writers.
- Discuss the ways in which women found acceptance in intellectual circles and assess the ease and risks of seeking scholarly acceptance.
- Have complete answers to
- What role did women play in the Scientific Revolution and the Enlightenment?
- Did they have opportunities to participate in intellectual life?
- What were men's views on women?
- After reading Chapter 18 of your textbook, read and view the following sources to learn more.
- Start with this page on Maria Merian, the mother of Entomology: http://www.uh.edu/engines/epi397.htm.
- Then read about salons at the Modern History Sourcebook: http://www.fordham.edu/halsall/mod/18salons.html and view a painting of Madame Geoffrin's salon: https://aghworldhistory2.wordpress.com/2015/02/09/salon/. Compare this to the image of a salon in your textbook.
- Now research women of the Enlightenment.
- Lady Mary Wortley Montagu, Mary Wollstonecraft, & Olympe de Gouge
- Lastly, read Defoe on the Education of Women: http://www.fordham.edu/halsall/mod/1719defoe-women.html.
- Answer the following questions
5. What were some of the accomplishments of women during these centuries? How do they seem to have been viewed by men? Do you think Defoe and Voltaire's views on women were typical of the times?
6. Why were salons popular? Who attended salons? Aside from the hostesses, how many of the attendees seemed to have been women?
December 17 and 19
Chapter 18 Vocabulary Quiz December 17 testmoz.com/1948174
Take Home Test for Winter Break 2019 testmoz.com/1515714
Chapter 18 Vocabulary Quiz December 17 testmoz.com/1948174
Take Home Test for Winter Break 2019 testmoz.com/1515714
Read Ch 19 & 20 for December 20-January 3
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January 3-11
Read Chapter 21
Merg theory of revolutions
Timeline of French Revolution
Robespierre readings
Read Chapter 21
Merg theory of revolutions
Timeline of French Revolution
Robespierre readings
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January 15- go through second powerpoint and watch video
https://youtu.be/wOuA-u6Me7o
then make me a timeline of the Reign of Terror! You can work in your teams like you love to do.
https://youtu.be/wOuA-u6Me7o
then make me a timeline of the Reign of Terror! You can work in your teams like you love to do.
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January 22 - Napoelon and the Congress of Vienna
Homework read Ch 22 THT due on 1/30 The Children Who Built Victorian England for Ch 22. youtu.be/lCgRdcQSixg |
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January 16 The Duellists
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| duelists2010.doc |
IN CLASS ASSIGNMENT
TODAY IN CLASS-
History of Western Society, 8e: Major Political Ideas
Chapter 22: The Revolution in Energy and Industry
Exercise 2: The Revolution Changes Government
After successfully completing this assignment, you should be able to
Learn more about the reform movement in general: http://www.victorianweb.org/history/hist2.html and 1832 Reform in particular through the links at the Victorian web.
Read about the 1833 Child Labor Act and the 1843 Report on Child Labor online
Read about the campaign to repeal the Corn Laws at the Victorian Web: http://www.victorianweb.org/history/cornlaws2.html
Lastly, read several documents from the Chartist movement at the Marxist Internet Archive: http://www.marxists.org/history/england/chartists/index.htm.
Answer the following questions:
1. What gains did the middle classes attain with the Reform Bill of 1832? What did they have to do to get it passed? What were the political consequences of the Bill? The social consequences?
2. What types of reforms did Parliament pass in the decade or so after the Reform Bill of 1832? Who benefited the most from these reforms? Why did it take so long to repeal the Corn Laws and what was the Plug Plot of 1842?
3. What did the Chartists demand? Who was included in their demands and who was excluded? Were they successful? When would Britain take further steps towards universal male suffrage?
Turn this and your journal at the end of the period.
TODAY IN CLASS-
History of Western Society, 8e: Major Political Ideas
Chapter 22: The Revolution in Energy and Industry
Exercise 2: The Revolution Changes Government
After successfully completing this assignment, you should be able to
- Discuss the nature of the reforms and their short-term effects on British politics and society.
- Analyze the long-term effects of these reforms and their role in stimulating the Chartist movement.
- Present your findings clearly and concisely via the question boxes below, in class discussion, or as a brief written paper.
Learn more about the reform movement in general: http://www.victorianweb.org/history/hist2.html and 1832 Reform in particular through the links at the Victorian web.
Read about the 1833 Child Labor Act and the 1843 Report on Child Labor online
Read about the campaign to repeal the Corn Laws at the Victorian Web: http://www.victorianweb.org/history/cornlaws2.html
Lastly, read several documents from the Chartist movement at the Marxist Internet Archive: http://www.marxists.org/history/england/chartists/index.htm.
Answer the following questions:
1. What gains did the middle classes attain with the Reform Bill of 1832? What did they have to do to get it passed? What were the political consequences of the Bill? The social consequences?
2. What types of reforms did Parliament pass in the decade or so after the Reform Bill of 1832? Who benefited the most from these reforms? Why did it take so long to repeal the Corn Laws and what was the Plug Plot of 1842?
3. What did the Chartists demand? Who was included in their demands and who was excluded? Were they successful? When would Britain take further steps towards universal male suffrage?
Turn this and your journal at the end of the period.
January 28th DBQ practice in class- we will work on it and then you will each write your own, submit to turnitin.com by February 5th.
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January 30th- February 1
Read or listen to The Communist Manifesto. Answer the questions on page 5. |
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February 5 & 7- Romanticism and the Revolutions of 1848- everyone will prepare and present a PPT. The PPT must have excerpts from primary sources, literature, art or music. Topics include;
Von Metternich, Talleyrand, Rise of Nationalism in Austria, Prussia and France, Proudhoun and Anarchism, Bakunin and Anarchism, Marx, Engels, The Communist Manifesto, IWW, Hegel, Sturm und Drang, Brothers Grimm, Romanticism in Art, Romanticism in German Literature,English Literature, French Literature, Russian Literature, American Literature, Transcendentalism , Romanticism in Music, Greek Independence., Ireland and the Great Famine, 1830 in France, 1848 in Austria, Germany, France, etc.
These are due in class on Thursday.
February 11 & 13- Urbanization and health
Read https://www.choleraandthethames.co.uk/cholera-in-london/the-great-stink/
Listen to this interview on NPR
Dirty old London www.npr.org/2015/03/12/392332431/dirty-old-london-a-history-of-the-victorians-infamous-filth
Watch https://www.pbs.org/video/filthy-cities-filthy-cities-eps-3-industrial-new-york/
Von Metternich, Talleyrand, Rise of Nationalism in Austria, Prussia and France, Proudhoun and Anarchism, Bakunin and Anarchism, Marx, Engels, The Communist Manifesto, IWW, Hegel, Sturm und Drang, Brothers Grimm, Romanticism in Art, Romanticism in German Literature,English Literature, French Literature, Russian Literature, American Literature, Transcendentalism , Romanticism in Music, Greek Independence., Ireland and the Great Famine, 1830 in France, 1848 in Austria, Germany, France, etc.
These are due in class on Thursday.
February 11 & 13- Urbanization and health
Read https://www.choleraandthethames.co.uk/cholera-in-london/the-great-stink/
Listen to this interview on NPR
Dirty old London www.npr.org/2015/03/12/392332431/dirty-old-london-a-history-of-the-victorians-infamous-filth
Watch https://www.pbs.org/video/filthy-cities-filthy-cities-eps-3-industrial-new-york/
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February 15
Film and 19th century England & France Using the textbook outline as a guide, choose a film from this list and explore how it discusses one of these concepts using examples from the film to illustrate the topic from chapter 24. Film List-
Movies to choose from; Love and Friendship, Pride and Prejudice (multiple versions), Sense and Sensibility, Mansfield Park, Persuasion, Jane Eyre (multiple versions) Becoming Jane,, Les Miserables, The Duchess, Belle, Bright Star, The Invisible Woman, Madame Bovary, Nicholas Nickelby 2002, Mary Shelley (2017), Gothic*, Haunted Summer*, Moll Flanders, The Aristocrats, If you think of another film, just ask me before you do the assignment. Assignment due on Friday February 25. *these films are kind of sketchy. |
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February 19 in class
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February 21- watch the biography of Louis Pasteur while finishing and submitting your work from Tuesday. https://youtu.be/Hq1P--o3V0w
February 25 Chapter 25 Nationalism and Unification For March 1 watch this video on Otto Von Bismarck youtu.be/TiNgBd0iFO8 and take the online exam for Ch 25 at https://college.cengage.com/history/west/mckay/western_society/8e/assets/students/ace/popup-branded.html?folder_path=/history/west/mckay/western_society/8e/assets/students/ace&layer=act&src=workflow_25.xml&w=790;h=560 |
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| anti-semitismeuro.ppt |
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March 5
Anti-Semitism in Europe Watch this youtube video. Read this page www.jewishvirtuallibrary.org/pogroms-2 We will discuss in class |
DBQ practice for March 7 Homework pages 6-10 in 2017 packet
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March 5-Ch 26 Imperialism
How does Imperialism relate to Anti-Semitism? In class we will examine the motives for Imperialism and compare them with the first wave of colonialism in the 15th and 16th centuries. |
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March 11- I’m so sorry guys I have had a migraine for three days. We were going to talk about the Scramble for Africa today. Make sure you have read Ch 26 and watch https://youtu.be/1mWf5vBZAd4
March 13 & 15 Finish Ch 26 and begin the Great War, Ch 27 Read Chapters and be prepared to outline the causes of the War and the ramifications of the war on European society. sourcebooks.fordham.edu/mod/1793qianlong.asp
March 21
Russian Revolution and beyond |
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World War I ppts
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| rr_timeline_act..docx |
REVIEW PROJECT! REVIEW PROJECT! REVIEW PROJECT! REVIEW PROJECT! REVIEW PROJECT! REVIEW PROJECT! REVIEW PROJECT!
| s2_2017-2018_edit.docx |
March 21
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March 27
I want you to compare and contrast the 14 Points and the Treaty of Versailles.
I want you to compare and contrast the 14 Points and the Treaty of Versailles.
- First look up the 14 Points and then a summary of the Treaty of Versailles.
- Next, do a Venn diagram comparing the plans.
- Now, write a letter from a German politician explaining why the switch is so disheartening. Turn that in at the end of the period to turnitin.com
Treaty of Versailles animated map www.the-map-as-history.com/Europe-first-half-20th-century/Europe-after-the-first-world-war
March 26-30
We are going to work on CH 28 and a review project for S2. The project is due on April 11.
We are going to work on CH 28 and a review project for S2. The project is due on April 11.
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APRIL 1- today I want EVERYONE to do the chapter 27 Ace the Test from the online book and send me the screenshot BY WEDNESDAY. No sending them to me in a month. While doing that watch this awesomely weird and informative video on YouTube.
https://youtu.be/fafvJd7Iims
Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4
https://youtu.be/fafvJd7Iims
Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4
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APRIL 5TH- POP QUIZ IN CLASS AT testmoz.com/2095363
April 9- I have a migraine...watch this and work in your project! Go through the chapters in the book and identify things from your theme as you go. youtu.be/E2zrqzvtWio
| chapter_31.docx |
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Chapter 30 & 31 Study Guide
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Cool and educational documentaries and movies that will teach you about the Cold War
- www.pbs.org/wnet/secrets/doping-for-gold-2/42/ - East German and Russian doping of athletes
- https://www.youtube.com/watch?v=HI2BwFyZpt8&pbjreload=10 - Saturn V Story/Space Race
- https://www.youtube.com/watch?v=Jwso2knThRI- Soviet spies in England
- https://www.youtube.com/watch?v=V887sYcmIAc--The Falklands War
- https://www.youtube.com/watch?v=IQBFXM1PIhM- Cold War, Afghanistan
- Sports on Fire- episode 5, Terrorympics- 1972 Munich on Netflix
- see also Munich and One Day in September
- The Lives of Others- East Germany under the Stasi police network
- In the Name of the Father, Hunger, 71, Some Mother's Son- all about the struggle between the Irish Republican Army and Great Britain
- Iron Lady- Margaret Thatcher
MAY 9-
I am at home with strep throat and am so miserable that I can’t be with you today! This is an introduction to your project! I made you a youtube playlist of the evolution of British Music and review videos of more modern stuff. You can start with video 21 and go back when you are done with the serious stuff.
www.youtube.com/playlist?list=PLakx50trjPwMcVH5zT2gTribEQmU0NFMG&disable_polymer=true
I am at home with strep throat and am so miserable that I can’t be with you today! This is an introduction to your project! I made you a youtube playlist of the evolution of British Music and review videos of more modern stuff. You can start with video 21 and go back when you are done with the serious stuff.
www.youtube.com/playlist?list=PLakx50trjPwMcVH5zT2gTribEQmU0NFMG&disable_polymer=true
FINAL PROJECT FINAL PROJECT FINAL PROJECT FINAL PROJECT FINAL PROJECT FINAL PROJECT
For your final project you will explore popular culture from England, France or Germany from 1950-2000. You can pick one kind of culture, music, film, TV, fashion, etc. You will show how the medium you choose changes over time and explain how the changes are a reflection of changes in society. You will show one type and two artists with examples from each decade. Put it all in a PowerPoint that you will share on May in class.
Make sure you have an image on each slide and that you use proper punctuation and grammar.
Make sure you have an image on each slide and that you use proper punctuation and grammar.
| ap_eurofinal.docx |
MAY 13
I have to proctor today. I’m sorry. Watch this awesome documentary and work on your projects.
youtu.be/vo1XboQXOAE
I have to proctor today. I’m sorry. Watch this awesome documentary and work on your projects.
youtu.be/vo1XboQXOAE
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May 15th-
Ukraine yesterday and today- look at this PowerPoint and then we will work on our own conclusion that answers this question.
Make a poster, a PowerPoint, or a video. Due next week on Tuesday. |
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